Chabot College
Academic Services
Program Review Report
2016 -2017
Year Two of
Program Review Cycle
Fire Technology
Submitted on November 3, 2015
Contact: William Robert (Bob) Buell, Jr.
FINAL 9/24/15
Table of Contents
X Year 2
Section 1: What Progress Have We Made?
Section 2: What Changes Do We Suggest?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New and Ongoing Initiatives and Projects
F1A: New Faculty Requests
F1B: Reassign Time Requests
F2A: Classified Staffing Requests
F2B: Student Assistant Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies Requests
F6: Services/Contracts and Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
YEAR TWO
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single
Resource Request Spreadsheet:
a. Follow the link to the spreadsheet provided in Appendix F1A, save the spreadsheet where you
can continue to access it and add requested resources from each appendix to it as appropriate.
Once completed, submit to your Dean/Area Manager with this finalized Program Review
Narrative.
b. Requests should be made for augmented/ additional resources (more than what you are already
receiving). If you have questions about what constitutes an “additional/augmented” request,
please talk with your administrator who can tell you what maintenance resources you are
already receiving.
c. Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a
master spreadsheet and prioritize for his or her entire area.
d. Submit resource requests on time so administrators can include requests in their prioritization
and discuss with their area at November division meetings.
1. What Progress Have We Made?
Complete Appendices A (Budget History), B1, C (PLO's), and D (A few questions) prior to writing your
narrative. You should also review your most recent success, equity, course sequence, and enrollment
data at http://www.chabotcollege.edu/programreview/Data2015.asp. Limit your narrative to two
pages.
In year one, you established goals and action plans for program improvement. This section asks you to
reflect on the progress you have made toward those goals. This analysis will be used to inform future
budget decisions. In your narrative of two or less pages, address the following questions:
 What were your previous Program Review goals?
 Did you achieve those goals? Specifically describe your progress on the goals you set for student
learning, program learning, and Strategic Plan achievement.
 What are you most proud of?
 What challenges did you face that may have prevented achieving your goals?
 Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios,
CLO/PLO assessment results, external accreditation demands, etc.).
2. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior to completing your narrative.
Please complete Appendices E (New and Ongoing Initiatives and Projects) and F1-8 (Resources
Requested) to further detail your narrative. Limit your narrative here to one page and reference
appendices where further detail can be found.
 What initiatives or projects are or could be underway to support student learning outcomes,
equity, and/or the College Strategic Plan Goal?
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Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2015-16
Budget
Requested
3
2015-16
Budget
Received
0
2016-17
Budget
Requested
4
2016-17
Budget
Received
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
2. What has been the impact of not receiving some of your requested funding? How has student
learning been impacted, or safety compromised, or enrollment or retention negatively impacted?
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Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A. Check One of the Following:


No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be
submitted with this Year’s Program Review. Note: All courses must be assessed once
at least once every three years.
Yes, CLO-CTL were completed for one or more courses during the current Year’s
Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed
this year and include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing
The Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per line.
Add more rows as
needed.
This Year’s Program
Review
*CTL forms must be
included with this PR.
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Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in
the next PR year.
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
FT50 – Fire Protection Organization
Spring 2015
2
2
100%
Fall 2015
Bob Buell & Steve Prziborowski
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
(CLO Goal)
(CLO) 1: Describe and explain the influence on a fire
protection organization from factors such as philosophy & 80% of class
history of fire protection, fire loss analysis, public & private scored either 3
or 4
organizations, labor-management relations, codes &
ordinances, management operations, fire service
resources, line & staff operations, fire behavior &
combustion, fire protection systems, incident management
systems, strategy & tactics, and cultural diversity.
(CLO) 2: Demonstrate knowledge, skills and abilities to
complete a career potential assessment for an entry-level
fire service position, including a civil service written
examination, a physical ability test and a structured oral
interview.
(CLO) 3: As both an individual and a member of a group
research team, develop the outline of a functional fire
department organization (including organizational charts)
within the parameters of a set list of resources and
organizational objectives.
80% of class
scored either 3
or 4
80% of class
scored either 3
or 4
(CLO) 4: Write an analysis essay based on an emergency
services related trade article, following proper format,
mechanics, organization, word usage and comprehensive
content parameters.
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80% of class
scored either 3
or 4
Actual Scores**
(eLumen data)
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
7 of the 12 students (58%) who completed the online hybrid section (50-EN1)
scored a 3 or 4. In the face-to-face class (section E71), 100% of the students
achieved a 3 or 4. This data excludes all students who dropped the course during
the withdrawal period.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
As an online hybrid class, some of the students struggled with the online components of
the course. Some of the technology issues with Blackboard were a factor. Also, since
this is the first class in this CTE career track, some of the students who attend are not
sure if this is the path for them and tend to drop midway through the course. Of the 5
students who finished the class in a 1 or 2 rating, many had delayed acquiring the
textbooks in the first couple of weeks in class, or did not have computer access readily
available at home, thus causing them to be less-prepared for success in this course.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
83% of the 50-EN1 class (10 of 12 students) scored a 3 or 4. All of the 50-E71 students
scored either a 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
This learning outcome is the most specific to training students for job entry testing. Of
the two students who did not score a 3 or 4, one did not complete all of the activities
and the other made no attempt to participate.
The activities required to perform this learning outcome are conducted on Saturdays as
all-day seminars. One of the sessions must be done on a Saturday morning as it is the
only day we can access the Alameda County Training Center for the FT 50 students to
perform the Physical Ability Test as there is no place on campus to achieve a comparable
level of training. Due to the Saturday scheduling, some students cannot attend due to
work and other conflicts.
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C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
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PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
The students who fully participated in this course were highly engaged in the online Discussion Board
components, but gained the most in the face-to-face components with the live interaction between
students in group activities and role play exercises. Those that can make it to the midterm with at
least a 70% average on their quizzes will usually do extremely well in the class overall.
The students who are motivated to begin testing for entry-level fire fighter jobs tend to make these
activities a priority to both attend and complete.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other: _______________________________________________________________________________
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Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program: FIRE TECHNOLOGY

PLO #1: Upon completion of the Chabot Fire Technology Program, the student will
demonstrate knowledge and skills required to respond safely and effectively to fire and
environmental emergency situations at the private, city, state and federal levels with
emphasis in one or more of the following areas: wildland fire fighting; hazardous
materials response; structural fire suppression; fire prevention; fire investigation; disaster
preparedness and response; and management and leadership.

PLO #2: Upon completion of the Chabot Fire Technology Program, the student will
demonstrate the ability to analyze, appraise and evaluate fire and emergency incidents
and identify components of emergency management and fire fighter safety, including:
size-up; report on conditions; Incident Command System; RECEO; 10 Standard
Firefighting Orders; and 18 Situations that Shout "Watch Out!"

PLO #3: Upon completion of the Chabot Fire Technology Program, the student will
identify minimum qualifications and entry-level skills for fire fighter hiring. The student will
be able to describe the following elements: application process; written exam process;
physical ability exam; oral interview; chief's interview; background investigation; and
firefighter probationary process.

PLO #4: Upon completion of the Chabot Fire Technology Program, the student will
identify minimum qualifications and entry-level skills for fire fighter hiring. The student will
be able to describe the following elements: application process; written exam process;
physical ability exam; oral interview; chief's interview; background investigation; and
firefighter probationary process.
What questions or investigations arose as a result of these reflections or discussions?
When the PLO's were developed, there was no clear way to determine how they would be
individually assessed. Although we are providing general reflections on the outcomes as a
whole, it has become challenging to provide more specific measurable data as with CLO's.
Many of the challenges that students faced with manipulative performance involved
broken or outdated equipment that is still in need of replacement.
What program-level strengths have the assessment reflections revealed?
Chabot instructors invest a great deal of training time in lab sessions to ensure that
students have the confidence to demonstrate required competencies. This dedication on
the part of instructors and training assistants leads to training sessions extending beyond
the scheduled lab hours so that all students have the opportunity to succeed at their
psychomotor skills assessments.
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What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
More lab time outside of the Fire Academy meeting sessions will be necessary to provide students
the training necessary for the new Fire Fighter I curricular requirements. There are many items of
equipment still in need of replacement. Two of the wood ladders that are over 60 years old are in
desperate need of replacement. Also, the donated SCBA packs are falling apart and it has become
increasingly difficult to find replacement parts, so there is request to replace the entire lot of
donated packs with brand new units that would last the program for 15 years. Finally, there will be
a new Skill Evaluator training requirement to maintain the ability to assess Fire Academy students
who are preparing for State certification. The new skills assessment process will require Chabot to
hire more qualified part time instructors when the final skills evaluation component is fully in place
in Fall 2016.
Program: FIRE PREVENTION INSPECTOR

PLO #1: Upon completion of the Chabot Fire Prevention Inspector Program, the student
will be able to identify and comprehend laws, regulations, codes and standards that
influence fire department operations, and identify regulatory and advisory organizations
that create and mandate them, especially in the areas of fire prevention, building codes
and ordinances, and firefighter health and safety.

PLO #2: Upon completion of the Chabot Fire Prevention Inspector Program, the student
will be able to identify and describe common types of building construction and
conditions associated with structural collapse and firefighter safety.

PLO #3: Upon completion of the Chabot Fire Prevention Inspector Program, the student
will be able to analyze the effects of fire on the environment and relate how the efforts of
modern day fire prevention technology, fire protection equipment and systems, and
building construction for fire protection contribute to the protection of society against
unwanted fire.

PLO #4: Upon completion of the Chabot Fire Prevention Inspector Program, the student
will be able to perform basic fire inspector tasks involving report writing, building
inspection, code compliance, records management and measurements and calculations
as they relate to the International Fire and Building Codes, California edition.
What questions or investigations arose as a result of these reflections or discussions?
We found that many students are actually working toward two majors - Fire Technology
AND Fire Prevention Inspector, since the two majors are only separated by 3 classes. There
is a need to expand the training courses for this discipline to meet the new [2013]
requirements for Fire Inspector in California. The codebooks we have are outdated and will
need to be replaced with 2016 references next year.
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What program-level strengths have the assessment reflections revealed?
The Inspector degree has provided another pathway to fire students who have decided not
to pursue fire fighting, but still seek a fire service option.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
We are working with the Fire Engineering and Fire Prevention Inspector associations to
come up with props that can be used on campus to reinforce instruction. We are also
looking at field trip options that would better enhance student retention of prevention,
investigation and code enforcement principles.
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Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers. Write n/a if the
question does not apply to your area.
1. Have all of your course outlines been updated within the past five years? No. Revisions in
progress for Fall 2016 implementation.
2. Have you deactivated all inactive courses? (courses that haven’t been taught in five years or
won’t be taught in three years should be deactivated) No. Courses remain available as
funding becomes available to offer them.
3. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog? No. Chabot Fire Technology Program is a California
Regional Training Center and must offer the FT 70 series of courses as budget and FTEF allow.
These courses must have a course outline on file for Chabot to offer should the FTEF permit.
During the past ten years, the Fire Technology Program has pared down the curriculum to the
minimum number of courses to meet our core mission. Should the opportunity allow, we
would hope to regrow the program to meet the 21st century challenges that the FT 70 series of
courses address. As of Spring 2016, many of these courses will be offered again.
4. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester. All FT courses, with the exception of the 70 series, have
the required number of CLOs completed with corresponding rubrics. The 70 series of courses
are undergoing revision through State Fire Training and will have CLOs created once the
revised curricula are issued to the Regional Training Centers.
5. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester. With the exception of the 70 series, the
new 51W and the 88B and 88C courses, the remaining Fire Technology courses currently
offered by the Fire Technology Program have been assessed once and the corresponding
“closing the loop” forms were issued. Reassessment of these courses is in progress for
completion in Fall 2015.
6. Have you developed and assessed PLOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester. Both the Fire
Technology and Fire Prevention Inspector programs have PLOs. Assessment of the PLOs is
preliminary so additional detail will be added to the reflections.
7. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)? Yes. Students who pass the FT 89 (Introduction to Fire Technology)
have a strong probability of success in the Fire Academy (FT 90ABC + 91ABCD) courses.
8. Does successful completion of College-level Math and/or English correlate positively with
success in your courses? If not, explain why you think this may be. Yes.
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Appendix E: Proposal for New and Ongoing Initiatives and Projects (Complete
for each initiative/project)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, Equity, BSC, College Budget
Committee
Purpose: The project will require the support of additional and/or outside funding.
How does your project address the college's Strategic Plan goal, significantly improve student learning or
service, and/or address disproportionate impact?
Provide safe, secure, and up-to-date facilities and technology consistent with the student success and
retention goals established by the Fire Technology Division. When students have a clear pathway for Fire,
rescue and emergency service career opportunities, they stay engaged with their course work and fellow
students. The fire service is structured like a second family, and having a home for this community of students
who can train with like-minded peers is a motivator to continue to a successful completion of the necessary
training and certifications for employment in fire and emergency service careers. There is no "home" on
campus for Fire Technology students training toward this career pathway. We cannot expand the existing
campus to create the training community the students desire. There are 300 to 400 Chabot students each
year with declared Fire service majors that need a more engaging learning community with the resources that
meet there needs. We have done our best with some on campus facilities to support the pre-Academy
training, but it is not enough. We have brought the facility needs of the Fire Academy to the attention of the
Board and Chabot Administrators, but there has been little progress toward this goal of a home. Previous
Program Reviews have listed the creation of a Joint Powers Agreement with San Leandro and Alameda
County Fire Department if Chabot-Las Positas District can acquire the parcel in San Leandro adjacent to the
Alameda County Training Facility (near San Leandro BART) as a transit campus for Chabot. Such a site could
be designed with classrooms and resources available for Fire Technology, Administration of Justice and other
related programs, as there is a growing need from the Fire Service community for Chabot to expand the
course offerings beyond the Fire Academy to include Driver/Operator and Fire Officer courses. Without the
classroom and field facilities to meet these training needs, Chabot will miss out on the opportunity to increase
the FTES potentially available. Since it is unclear if the acquisition concept originally proposed will be viable in
the future, it is important to approach this initiative from a ground-up, start-over at a new location point-ofview.
What is your specific goal and measurable outcome? (Note: Complete the Equity/BSI proposal in
Appendix E1 if you would like to request these funds and indicate “see Equity/BSI proposal for detail”)
Create a state-of-the-art Public Safety Training Facility that will meet the educational service needs
of the fire, emergency medical service and law enforcement programs offered at Chabot College.
The site would be designed with the intent of creating learning communities where students can
train, study and work together toward their career objectives. A site owned by the District and
operated with the interests of Chabot students first would provide greater scheduling flexibility that
we currently lack by renting the Alameda County Training Center "after hours". Success will be
measured by the increased retention of students in this learning community, and the greater
scheduling capability of necessary courses in training spaces that are accessible as Chabot students
need them, compared to the current conflict of availability of classroom and field spaces needed
today.
What learning or service area outcomes does your project address? Where in your program review are
these outcomes and the results of assessment discussed (note: if assessment was completed during a
different year, please indicate which year).
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The primary draw of students to the Chabot College Fire Technology Program is to get the Fire
Academy training. Just as Biology students need state of the art training resources in their
classrooms and labs, so too is the need for Fire Technology students to have equally relevant
training resources.
What is your action plan to achieve your goal?
Target
Required Budget
Completion (Split out personnel, supplies,
other categories)
Date
Activity (brief description)
Convince the District to invest in land for the Public Safety
Training facility
Construct a state-of-the-art public safety training center
including fire tower, firefighter rescue training resources in the
field and classroom facilities with offices, library study areas,
restrooms, locker and shower facilities to support the training
needs
Negotiate with local area Fire Service Agencies to enter into a
Joint Powers Authority for shared facility and resource use
$54 million
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions 4
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain: New facility
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain: See above
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
Appendix E1: Equity and Basic Skills Initiative Fund Requests:
Project Name: Fire Technology Lending Library
Contact Name: William Robert (Bob) Buell, Jr.
Division/Discipline/Program/Office: Applied Technology & Business / Fire Technology / 1504
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Contact info: (email, campus phone, and cell phone)
bbuell@chabotcollege.edu; 510-723-6851 (office); 510-786-7565 (cell)
Check the student success indicator(s) your project will address
X ACCESS: Enroll more of a population group to match their representation in community.
X COURSE COMPLETION: Increase success rates in identified courses.
__ ESL AND BASIC SKILLS COMPLETION:
Increase success rates in ESL or Basic Skills courses, and
Increase the completion of degree/transfer courses by ESL or Basic Skills students.
__DEGREE AND CERTIFICATE COMPLETION:
Increase percent of degrees/certificates among degree/certificate-seeking students.
__TRANSFER
Increase percent of transfers to 4-year colleges among transfer-directed students.
Check the type of project you are proposing
___ Curriculum/Program improvement ____ Outreach
___ Direct student intervention
_X__ Instructional Support
___ Faculty development
____ Research and Evaluation
___Other:
____ Coordination and Planning
To determine whether your project can be funded by Equity funds:
1) Does your proposal address disproportionate impact for any of the following target student
populations marked with an “X”? Please highlight the “X” that corresponds with your target populations.
(Equity funds must address specific opportunity gaps identified below with an “X”)
GOALS
Goal A:
Goal B:
Goal C:
Goal D1:
Goal D2:
Goal E:
Access
Course
ESL/Basic
Degree
Cert
Transfer
Completion Skills
Completion Completion
/ Success
Success
Rates
Males
X
Foster Youth
Students with
disabilities
Low-income
Veterans
X
X
X
X
X
X
American Indian or
Alaska Native
Asian
Black or African
American
Filipino
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Hispanic or Latino
X
Hawaiian or Pacific
Islander
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White
X
X
X
X
X
2) COLLABORATIVE PARTNERS
In what ways does your project include collaboration between academic and student services and/or
with the community? (Equity proposals that partner to reach target populations are prioritized over
proposals that do not) This project is intended to create a lending library that impacted students may
access to have Fire Technology and Emergency Medical Service books for the first several weeks of a
semester until they have the financial ability to acquire their own books. Without this opportunity,
many of these students will quickly fall behind in the Fire Tech and EMS courses, leading them to drop
the courses or risk a substandard grade in the affected courses.
To determine how your project fits into your discipline’s or program’s planning:
1) Is your project mentioned in your area’s latest program review?
X Yes __ No
2) Does your immediate administrator support this project?
__ No X Yes
3) How have you shared this proposal with others in the relevant area, discipline, or division? When did
this conversation take place and who was involved? I spoke with Matt Kritscher about this proposal
approximately two weeks ago.
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND EVALUATION
GOAL
What does your project hope to achieve overall?
The goal of this project is to ensure that students have immediate access to the required references
and resources at the beginning of a course of Fire or EMS instruction so that they have a greater
opportunity to be successful.
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
The success data generated by Institutional Research shows that the non-success and withdrawal
rates for Black or African American, Latino, Multiracial and White students is higher in the pre-Fire
Academy courses [50, 51, 52] and the FT 53 course. From my experience, many of the students who
withdraw do so by the fifth week of the semester. When I have inquired about the reason for a
student's poor academic performance, the student tells me that s/he could not afford his/her books
for the class until the following month's pay period. EMS courses have faced similar textbook
challenges for their students.
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ACTIVITIES
Please list all the activities (A.1, A. 2, A.3, etc.) that you propose to do to reach your goal.
List activities by target date in chronological order.
Identify the responsible person/group for each activity, and who will be involved.
A.1 Purchase 5 of each textbook required in the FT 50, 51, 52, 53 and EMS 1 & 2 courses.
A.2 Set-up a Lending Library in Building 1500
A.3 Advise students of the availability of these resources provided they qualify under the Student
Equity and Basic Skills Initiative.
A.4 Require interested students to notify Fire Technology Coordinator by email of their interest for
temporary loan of required texts. Student will provide individual Student ID (W10) number in the
request.
A.5 Coordinator will confirm with appropriate contact in Student Services that the requesting student
meets the requirements for Equity assistance to approve the textbook loan.
A.6 Replies to requesting student and confirms approval status.
A.7 Student is loaned the textbook for a maximum of 8 weeks of the semester, at which student must
return the book and purchase his/her own texts.
A.8 List of students borrowing and returning books will be maintained in the Fire Technology
Coordinator's office. A copy of the list will be forwarded to the appropriate contact in Student
Services.
BUDGET
Provide a budget that shows how the funds will be spent to support the activities.
- Emergency Medical Responder 2.0 @ $260 x 5 Books
- BLS for Health Care Providers @ $23 x 5 Books
- EMT Basic Skills Manual @ $6 x 5 Books
- Prehospital Emergency Care & Workbook Package @ $214 x 5 Books
- Fire and Emergency Services Orientation and Terminology @ $80 x 5 Books
- Essentials of Fire Fighting 6th edition @ $80 x 5 Books
- Understanding & Implementing the 16 FF Life Safety Initiatives @$87 x 5 Books
- Fire Behavior and Combustion Processes @ $110 x 5 Books
Total $4300
16
EXPECTED OUTCOMES and EVALUATION
How will you know whether or not you have achieved your goal?
What measurable outcomes are you hoping to achieve for the student success indicator and target
population you chose?
How will you identify the students who are affected (are they part of a class, a program, or a service, or
will you need to track them individually)?
If the students who use this service stay in classes and are able to complete assignments on time
without falling behind, we will know immediately because it will show in their academic performance.
See the final activities entry above in response to the last question for this section.
17
Appendix F1A: Full-Time Faculty Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request,
including enrollment management data (EM Summary by Term) for the most recent three years, student
success and retention data, and any other pertinent information. Data is available at:
http://www.chabotcollege.edu/programreview/Data2015.asp
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. You can
find the template for the spreadsheet here:
http://www.chabotcollege.edu/prbc/academicprogramreview.asp. Add your requests to your
spreadsheet under the 1000a tab and check the box below once they’ve been added.
Total number of positions requested (please fill in number of positions requested):
☒
1
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
CHABOT COLLEGE
CRITERIA FOR FILLING CURRENT VACANCIES
OR
REQUESTING NEW FACULTY POSITIONS
Discipline Fire Technology
Criteria 1.
Percent of full-time faculty in department.
Fall 2012 Spring 2013
Fall 2013
Spring 2014
Fall 2014
FTEF
(Contract)
1
1
1
1
1
FTEF
(Temporary)
15
15
15
15
15
# of Contract
Faculty
.07
.07
.07
.07
.07
Name of Recently Retired Faculty (in last 3 yrs)
N/A
18
Date Retired
Criteria 2.
Semester end departmental enrollment pattern for last three years.
Fall 2012
Spring
2013
Fall 2013
Spring
2014
Fall 2014
Success Rate:
62%
61%
63%
57%
65%
FTES:
35.05
36.20
35.71
34.16
43.23
Briefly describe how a new hire will impact your success/retention rates.
Demand & Capacity for Majors/Services
-
(Degree/Certificate Completion Data)
Fire Conditioning required as prerequisite to Fire Academy and part of
degree
New fire academy program as of Fall 2016 will have fitness in Academy
as well
Educational Goals
-
(Transfer/CTE/Basic Skills Curricula)
fire conditioning is also a basic skill
hand, eye, foot coordination
this position is a fitness coach to public safety students
2b. Librarian and Counselor faculty ratio. Divide head count by the number of full
time faculty. For example, 8000 students divided by 3 full time faculty, 1:2666
Fall 2012
Criteria 3.
Spring 2013
Fall 2013
Spring 2014
Fall 2014
Meets established class size.
WSCH
FTES:
WSCH/FTES
Fall 2012
Spring 2013
Fall 2013 Spring 2014
Fall 2014
1054
1088
1082
1045
1300
35.05
345.46
36.20
381.09
35.71
350.62
34.16
347.06
43.23
386.79
If there are any external factors that limit class sizes, please explain.
State Fire Training has restrictions to some class sizes based on a maximum number of
students for a single instructor lecture class. Also, new state standards will require 1
instructor for 10 students, down from the 1 instructor to 12 student ratio.
19
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
The Fire Technology Instructor/Coordinator (FTIC) is the only full time
faculty for this division. With the growing need for the FTIC to participate in shared
governance committees, outside professional organizations that impact program
accreditation and faculty lead in the Career Pathways Trust for Public Service and
Law, there is no additional faculty to support program needs. This position will help
to fill this gap.
Criteria 5.
Describe how courses and/or services in this discipline meet PRBC’s three
tier criteria. These include:
 Tier 1: outside mandates (e.g. to ensure the licensure of the program.)
 Tier 2: program health, (e.g. addresses gaps in faculty expertise and creates
pathways, alleviates bottlenecks, helps units where faculty have made large
commitments outside the classroom to develop/implement initiatives that
support the strategic plan goal, and helps move an already successful initiative
forward.
 Tier 3: Student need/equity, (e.g. addresses unmet needs as measured by
unmet/backlogged advising needs, bottlenecks in GE areas and basic skills,
impacted majors in which students cannot begin or continue their pathway.)
Tier 1: Maintain compliance with:
Legal Mandates (External Mandates from Governing Bodies)
National Fire Protection Association [NFPA] and California Office of State Fire Marshal
Division of Training [State Fire Training]
NFPA 1582, Comprehensive Occupational Medical Program for Fire Departments
NFPA 1500, Fire Department Occupational Safety and Health Program
NFPA 1583, Health-Related Fitness Programs for Fire Fighters
State Fire Training Accredited Regional Fire Training Center Guidelines
Tier 2: Program Health:
Full time/Part time Faculty Ratio
-
(FT/PT Ratio Date for past 3 years)
Fire Tech Instructor Coordinator is only Full-Time
15 to 20 part-time instructors depending on semester
requested position annually for 7 years
Program Integrity/Continuity/Survival
-
(Qualitative Analysis)
original Coordinator position managed Fire Tech degree program while
teaching
new responsibilities of coordinator require management of Fire
Academy (previously handled by part-time instructor until Fall 2008),
20
-
CAL FIRE Wildland Academy (beginning Fall 2011) and addition of
Fire Inspector Degree
current participation with Career Pathway Trust has increased demand of
time by Fire Tech Coordinator and adjunct faculty for success with Eden
ROP new Fire program
approval of this position gives additional faculty to manage program
load
Potential Growth of Discipline
-
(Enrollment trends and external indicators)
constituent Fire Agencies want to expand previous mandate that focused
on pre-employment education and post employment degree training
Fire Academy will need physical conditioning integrated into the
training as well as pre-Academy preparation
Eden ROP and Career Pathway Trust efforts toward a duel enrollment
Fire program will increase local area high school students into Chabot
Fire Fitness and Fire Academy courses
Tier 3: Student Need/Equity:
Demand & Capacity for Majors/Services
-
Educational Goals
-
(Transfer/CTE/Basic Skills Curricula)
fire conditioning is also a basic skill
hand, eye, foot coordination
this position is a fitness coach to public safety students
Serving the Community (Equity)
-
(Student & Community Demographic Data)
Fire Conditioning has played a significant role in the success of
underserved and underrepresented students who train to enter the
profession.
Some have done so well, they were hired by Fire Departments before
completing the Fire Academy.
Greater success rate for women as well as students who are not
physically prepared to succeed in this physically rigorous program
Industry/Job Market Trends
-
(Degree/Certificate Completion Data)
Fire Fitness Training required as prerequisite to Fire Academy and part
of degree
New fire academy program as of Fall 2016 will have fitness in Academy
as well, and will require qualified fitness trainer to oversee fitness and
nutrition progress of pre-Fire Academy and active Fire Academy
students
(Labor Market Trends/Job Placement Data)
the Fire Departments are entering a phase of multiple retirements over
the next three years. Statewide, the Employment Development
Department estimates a 6.3% increase in new fire department positions
there is a projected need for over 30,000 fire service positions in the
State of California during the period od 2012 to 2022
21
-
Candidates who do not have and maintain a dedicated fitness and
nutrition regimen are released during their Fire Academy training
conducted by the employing agency
the fire fitness training and nutrition training at Chabot will be key to
helping our students be physically prepared to obtain and maintain long
term career employment with a Fire Service Agency in California or
anywhere in the USA
Students who are better conditioned for the job are better positioned for
these opportunities while they continue their certificate and associate
degree journey
Criteria 6.
Upon justification the college may be granted a faculty position to start a new
program or to enhance an existing one.
Is this a new program or is it designed to enhance an existing program? Please
explain.
This is an enhancement to an existing program for the reasons described previously.
Specifically, it will be key to support the Fire Academy, the Career Pathway from Eden
ROP to Chabot Fire Academy, and expand the nutritional support training where no
specific opportunity exists for Fire Fighter trainees on this campus.
Criteria 7.
CTE Program Impact.
Course and Program Offerings
(Number of Active Courses and Programs)
- the position requires credibility, a person who has actually worked as
either a police officer or firefighter
- in its inception, the course was taught by a full-time instructor who
was not from the public safety sector. Students complained about the
courses relevancy as the fitness instruction did not meet the profession
- since 2001, the course has been taught by a retired Hayward Police
Officer, who later went through several training components of the
Chabot Fire Academy to biomechanically breakdown the job to teach
the proper body positioning, lifting and coordination to do the job
- the students who partake of this training while in the Fire Academy
have had fewer injuries, if any, compared to those who did not
22
Criteria 8.
Degree/Transfer Impact (if applicable)
List the Certificates and/or AA degrees that your discipline/program offers.
Provide information about the number of degrees awarded in the last three years.
Degree/Certificate
# Awarded
AA requirement
- Fire Technology
- Fire Prevention Inspector
Certificates
- Fire Fighter 1 Academy
- Wildland Basic Fire
Fighter
- Fire Technology
- Fire Prevention Inspector
Declared major
2012-2013
2013-2014
2014-2015
7
3
6
2
12
1
42
30
39
40
39
40
2
1
4
3
2
3
342
364
314
Note: Fall 2015 Preliminary Census for Declared Major = 455
Criteria 9.
Describe how courses and/or services in this discipline impact other
disciplines and programs. Be brief and specific. Use your program review to
complete this section.
The full-time public safety conditioning instructor, in conjunction with the Fire
Technology Instructor / Coordinator, would be key to supporting Awareness & Access
Objectives A2c [increasing completion for underrepresented students] and A4c
[evaluate accessibility of course offerings and provide new configurations as needed]
by modifying the structure and content of the conditioning courses, along with the
time and frequency of course offerings, to meet the students’ needs to successfully
prepare for and complete the physical training components of fire and law
enforcement manipulative performance requirements. In the area of fire
conditioning, this instructor is key to the Student Success objectives B1b [improve
learning and success rates] and B3e [alternative delivery methods] through the
offering of courses that integrate training components for active Fire Academy
students along with pre-Academy students, yet vary with skill development needs of
the students who persist in the Fire Academy sequence of courses. This position is
also supports the Community Partnership objectives C2a [off-site partnerships with …
community-based organizations] and C3a [increase engagement of student, faculty
and classified professionals in the community] through the networking between fire
and law enforcement agencies and addressing their needs in the development of
potential candidates for employment through updated physical conditioning
programs that meet local jurisdiction interests.
23
Criteria 10.
Additional justification e.g. availability of part time faculty (day/evening)
Please describe any additional criteria you wish to have considered in your
request.
Due to the increasing need for firefighter physical conditioning of pre-employment
students in the Fire Technology program, especially the Fire Academy, the Fire Fitness
Training courses need to be offered more frequently, and include an appropriate Health
& Nutrition course relevant to Firefighters who work 24-hour and 48-hour shift cycles.
We have experienced two student injuries per semester during the Fire Academy due to
poor student fitness and undisclosed pre-existing injuries. The same instructor for the
firefighter fitness training program is an integral part of the Fire Technology
Introduction to Fire Academy course, teaching proper body mechanics for lifting,
carrying and handling equipment in a manner to prevent injury. Currently, the qualified
instructor is an adjunct working at maximum adjunct load, dividing instruction between
Fire and Law Enforcement physical conditioning courses. A full time public safety (fire
and law enforcement) conditioning instructor would be able to provide more
instructional offerings of the fire fitness training program, as well as the law
enforcement program. The additional fire fitness time would be used to help our under
represented students become more physically prepared to meet the rigors of the job as
taught in the Fire Academy, and prepare these students to successfully complete the
nationally recognized Candidate Physical Ability Test (CPAT) used by most fire agencies
as an entry requirement for Firefighter positions. Also, the public safety fitness
instructor would attend key physical training sessions of the Fire Academy to assess the
strength, endurance, stamina and overall conditioning of Academy students and
provide prescriptive training recommendations for students at risk of failure for
manipulative performance assessments, thus improving student retention and success
in this area. This is the eighth year of requesting this position.
24
25
Appendix F1B: Reassign Time Request(s) [Acct. Category 1000]
Audience: Administrators
Purpose: Provide explanation and justification for work to be completed. (Note: positions require job
responsibility descriptions that are approved by the appropriate administrator(s).)
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request,
including enrollment management data (EM Summary by Term) for the most recent three years,
student success and retention data, and any other pertinent information. Data is available at
http://www.chabotcollege.edu/programreview/Data2015.asp
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 1000b tab and check the box below once they’ve been
added.
Total number of hours requested and the type of contact hour:
☐
2 CAH - Fall / 2 CAH - Spring
Summary of hours requested completed in Program Review Resource Request Spreadsheet
(please check box to left)
Career Pathway Trust assignment
26
Appendix F2A: Classified Staffing Request(s) [Acct. Category 2000]
Audience: Administrators, PRBC, Classified Prioritization Committee
Purpose: Providing explanation and justification for new and replacement positions for full-time and
part-time regular (permanent) classified professional positions (new, augmented and replacement
positions). Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please complete a separate Classified Professionals Staffing Request form for each position
requested and attach form(s) as an appendix to your Program Review.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet AND a
separate Classified Professionals Staffing Request form must be completed for each position requested.
Add your requests to your spreadsheet under the 2000a tab and check the box below once they’ve
been added.
Please click here to find the link to the Classified Professional Staffing Request form:
http://www.chabotcollege.edu/prbc/APR/2016-17%20Classified%20Professionals%20Staffing%20Request%20Form.pdf
This is a fillable PDF. Please save the form, fill it out, then save again and check the box below once
you’ve done so. Submit your Classified Professionals Staffing Request form(s) along with your Program
Review Narrative and Resource Request spreadsheet.
Total number of positions requested (please fill in number of positions requested):
4
☒
Separate Classified Professionals Staffing Request form completed and attached to Program
Review for each position requested (please check box to left)
☒
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
27
Appendix F2B: Student Assistant Requests [Acct. Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for student assistant positions. Remember, student
assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal, safety, mandates, and accreditation issues. Please
cite any evidence or data to support your request. If these positions are categorically funded, include
and designate the funding source of new categorically-funded positions where continuation is
contingent upon available funding.
Rationale for proposed student assistant positions:
Training Assistants (formerly Learning Assistants) – 8 positions shared across 16 courses
[Category B @ $9.50/hr]
Currently, there is one student assistant trained as a Training Assistant to manage
equipment at the off-campus Fire Academy. Since student assistants are allotted a
maximum of 20 hours per week to work, the current Equipment Technician does not have
much available time to help on campus. Currently, there is no one to manage the equipment
used in the following on campus courses: Fire Fitness, Firefighter Safety and Survival,
Introduction to Fire Academy and Work Experience. Due to the increasing use of equipment
by Fire Technology students, a greater amount of the Fire Coordinator’s time is directed to
tool maintenance and equipment check-out/check-in. This, in turn, reduces the efficiency of
the program coordination so that student safety is not compromised. Maintaining the
availability of Training Assistants to the Fire Technology program is essential to keeping our
success and retention rates for the Fire Academy as high as they are.
How do the assessments that you performed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
The Equipment Technician (student assistant) position is as essential to the Fire Technology program as
those who work in the tool room for Applied Technology programs such as Machine Tool, Welding and
Automotive Technology. When instructors have to stop class to obtain or fix equipment, learning stops.
These past two years, the Equipment Technician (student assistant), was vital in managing the
equipment and resource needs at the off campus Fire Academy. Unfortunately, since the Fire Academy
is conducted 9 miles north of the Chabot College campus, the student assistant could not take care of
the on campus needs while the Fire Academy was in session, so the Fire Coordinator filled that void.
When the Fire Coordinator is busy doing Equipment Technician work, other Department work must be
delayed to allow the Coordinator to serve the immediate needs of the students involved in the Fire
Academy. A second student assistant / equipment technician would free up the Fire Technology
Coordinator from the day-to-day equipment management and repair on campus, allowing for a more
accessible person when this aid is needed – not when the Coordinator is available.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 2000b tab and check the box below once they’ve been
added.
28
Total number of positions requested (please fill in number of positions requested):
☐
Summary of positions requested completed in Resource Request Spreadsheet (please check
box to left)
Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans
and CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the
Faculty Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data at
http://www.chabotcollege.edu/ProgramReview/Data2015.asp
COURSE
CURRENT
FTEF
(2015-16)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
29
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors,
learning assistants, lab assistants, supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Please cite any evidence or data to support your
request. If this position is categorically funded, include and designate the funding source of new
categorically-funded position where continuation is contingent upon available funding.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 2000b tab and check the box below once they’ve been
added.
Total number of positions requested (please fill in number of positions requested):
☐
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
Rationale for your proposal based on your program review conclusions. Include anticipated impact on
student learning outcomes and alignment with the strategic plan goal. Indicate if this request is for the
same, more, or fewer academic learning support positions.
Professional Specialist – Fire Fitness Trainer
If the full-time public safety fitness instructor is not approved, then 160 hours of time will
need to be approved (at $87/hour) to hire a qualified fire and law enforcement physical
fitness instructor to provide the needed skill development for the pre-Academy and
current Academy students to reduce injuries, increase safety training, and support the
retention of disadvantaged and under-represented students in the Fire Technology
program. [$13,920]
SCBA Maintenance by Adjunct Instructor
The Fire Academy currently has self-contained breathing apparatus (SCBA) units worn
by students during their firefighter training. These units were donated to Chabot College
from Santa Clara County Fire Department. The units often need maintenance
throughout the duration of the Fire Academy so that student safety is not compromised.
The current SCBA instructor is qualified to performs the maintenance on 40 SCBA units
each semester, at an average of 30 minutes per unit. As a specialist in this area, this
instructor would need approximately 20 hours each semester to perform this work, plus
an additional ten hours per semester should there be significant repairs beyond the
routine maintenance. The rate would be $87 per hour for up to 40 hours total over two
semesters. ($3480)
30
Hazardous Materials First Responder Operations Evaluators
The Fire Technology 91B – Hazardous Materials First Responder Operations course
utilizes three evaluators per semester, in addition to the primary adjunct instructor, for a
five-hour scenario component to assess how well the students apply the required
firefighter competencies relevant to : personal and scene safety, isolation of the hazard
area, notification of proper authorities, incident command, chemical identification and
assessment, action planning, protective clothing selection, containment and control
actions, protective actions for the public, decontamination methods, clean-up and
disposal options, and proper incident documentation. The cost per evaluator is $12/hour.
The number of evaluators is based on 1 evaluator for every 10 students, with a maximum
class size of 40 students. The projected cost per semester is $180 (based on a full
class) for a maximum total of $360 for both Fall and Spring semesters.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
In the event that the full-time public safety conditioning instructor cannot be funded, the
Professional Specialist would then need to be funded again for a third year. The same
objectives listed above could be met with the funding of this position.
Student safety is the primary purpose of the equipment repair performed by the SCBA
instructor. This is a critical function within the Fire Academy since the breathing apparatus
is used over an 11-week span of time each semester.
The Hazardous Materials First Responder certification course is essential for preemployment and current emergency service professionals, so the accurate assessment
of student competency in this course is crucial. Students who complete this course are
authorized to function at the “Operations” level at a hazardous materials event, so to
protect the liability of the college, we have qualified evaluators, independent of the
instructor, to confirm that the students have achieved the required competencies for this
certification.
31
Appendix F5: Supplies Requests [Acct. Category 4000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation
of funds.
Instructions: In the area below, please list both your anticipated budgets and additional funding
requests for categories 4000. Do NOT include conferences and travel, which are submitted on Appendix
F6. Justify your request and explain in detail the need for any requested funds beyond those you
received this year. Please also look for opportunities to reduce spending, as funds are limited.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
☐
SUPPLIES tab (4000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
32
Appendix F6: Contracts & Services, Conference & Travel Requests [Acct.
Category 5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for contracts & services and conference attendance, and to guide the
Budget and Staff Development Committees in allocation of funds.
Instructions: Please list specific conferences/training programs, including specific information on the
name of the conference and location. Your rationale should discuss student learning goals and/or
connection to the Strategic Plan goal.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
1.
2.
☐
There should be a separate line item for each contract or service.
Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
TRAVEL/SERVICES tab (5000) completed in Program Review Resource Request Spreadsheet
(please check box to left)
Rationale:
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
33
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology
Committee.
Instructions: Please fill in the following as needed to justify your requests .If you're requesting
classroom technology, see
http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model
numbers that are our current standards. If requesting multiple pieces of equipment, please rank order
those requests. Include shipping cost and taxes in your request.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
☐
EQUIPMENT tab (6000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
Please follow the link here to make your request and summarize below
http://intranet.clpccd.cc.ca.us/technologyrequest/default.htm
34
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Although some of the college's greatest needs involving new facilities cannot be met with
the limited amount of funding left from Measure B, smaller pressing needs can be addressed. Projects
that can be legally funded with bond dollars include the "repairing, constructing, acquiring, and
equipping of classrooms, labs, sites and facilities." In addition to approving the funding of projects, the
FC participates in addressing space needs on campus, catalogs repair concerns, and documents larger
facilities needs that might be included in future bond measures. Do NOT use this form for equipment or
supply requests.
Instructions: Please fill in the following as needed to justify your requests .If requesting more than one
facilities project, please rank order your requests.
Brief Title of Request (Project Name):
Building/Location:
Type of Request
___ Space Need
___ Small Repair
___ Large Repair
___ Building Concern
___ Larger Facility Need
___ Other (grounds, signage…)
Description of the facility or grounds project. Please be as specific as possible.
The ideal situation for Chabot Fire Academy is to have a Public Safety Training Facility on a
5-acre site that meets the Fire and Police Department needs. If designed for multi-functionality
for local state and federal agency use, facility would amount to approximately $54 million and
include:
1. NFPA 1402 compliant 4- or 5-story enclosed drill tower with stairways, fire escapes,
windows, sprinkler and standpipe connections, roof openings, balconies, elevator shaft,
sloped and flat roofs and netting. Hallways and rooms to simulate apartment building on
an upper level floor. One stairwell needs to be enclosed for pressurized ventilation training.
Other stairwells can be exterior.
2. Live fire training structure to support Class A and Class B fire suppression training with
several hydrants around the tower and training structure.
3. Pitched roof and flat roof with chopouts. Pitched roof should have 30 and 45 degree
options.
4. Smoke building for search and rescue training; walls should be movable to change
configuration.
5. Storage warehouse for fire apparatus to be parked indoors and out of the elements. Space
could also store hose and serve as a “rehab area" if close to burn room.
6. Indoor work station space for vehicle and tool maintenance.
7. Tool room for issuing and returning equipment.
8. SCBA Compressor space with sufficient power to supply unit.
9. Concrete grounds except where gravel is identified.
10. Training props for confined space rescue (silos, wells, pipes, trench spaces).
11. Collapse rescue props for Fire Fighter Survival training.
12. Auto Extrication gravel area for vehicle extrication training.
13. Permanent "Safety Town" facility for year round use.
35
14. A trench rescue prop to teach shoring operations.
15. Multiple attachment points for rappel and high point rescue operations
16. 3 acres of paved ground for driver-operator training
17. Ladder storage racks on wheels.
18. Knot tying stations with anchor point props.
19. Space for a mobile fire trainer (length of 40’ semi-trailer) with 440v power source available.
20. Swift water rescue training slough into a water rescue training pool 200’ long
21. Drafting pit and pump room
22. Low-angle rope rescue training props
23. Rescue Systems 1 and 2 training props
24. Two-story classroom facility with back-up generator to include the following:
a. 1-Tiered classroom with chairs and fixed tables and video camera for 50 to 60 people
b. Two additional classrooms with a partition between them (40x40 ea) that can operate
as an EOC if needed.
c. Academy-style classroom for 40 students in 4-person teams (“Dirty”)
d. Three breakout rooms sufficient in size for up to 25 students each
e. Mens/Womens restrooms, lockers and showers
f. Reception area at entrance
g. Library resource room for audio/visual media
h. Conference room (25' x 30')
i. Minimum of 4 offices and a waiting area
j. Kitchenette area and staff restrooms with showers
k. Simulator room
l. Storage room near classrooms for large training props & media service
m. Reprographic area for copier and duplication service support
n. Computer lab with up to 50 computer stations
o. Student gathering space for study (could be small cafeteria space)
p. Weight and cardio room for up to 24 people
q. Control Room (upstairs – overlooking tower grounds)
25. Storage container space for traffic cones
26. K-9 Training area
27. Hazardous Materials Training Site with simulated hazardous chemical props
28. Parking to accommodate all students and fire apparatus
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
Briefly describe how your request supports the Strategic Plan Goal?
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